cscl 2015 | the development of productive vocabulary in knowledge building: a longitudinal study
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The Development of Productive Vocabulary in Knowledge Building: A
Longitudinal Study
Bodong Chen, Leanne Ma, Yoshiaki Matsuzawa,and Marlene Scardamalia
Institute for Knowledge Innovation and TechnologyCSCL • June 9, 2015 • Gothenburg
LANGUAGE AND DEVELOPMENT
Sociocultural Theory(Vygotsky, 1978)
• Child development extends across social, conceptual, linguistic, and cultural competencies– Learning is a sociocultural process
– Learning is mediated by tools, symbols, and language
Language and Learning
• Word knowledge is critical for:– Verbal and listening skills
– Reading comprehension
– Learning new concepts(e.g., Biemiller, 2005; Cunningham & Stanovich, 1997; Steahr, 2009)
• The more words a student knows, the easier it is for them to access new resources and learn more (Stahl, 1991)
Instructional Approaches(Brown, Collins, & Duguid, 1989)
Direct Instruction Whole-Language
Mechanical approachFocus on componentsMemorize/apply rules Structured, linear process
Authentic, situated approach
Focus on function Preserve meaning
Dynamic, emergent process• Language is a sociocultural
artifact
In Knowledge Building it is not enough that students incorporate new words into their speech and writing, they need to incorporate new word meanings into their thinking and into their contributions to collective knowledge spaces, where these terms can be further discussed and elaborated. (Resendes et. al., 2013)
Knowledge Building
• Collective goal is to create and refine community knowledge
• Principle-based pedagogy– Idea diversity
– Continual idea improvement
– Collective cognitive responsibility
Knowledge Building(Scardamalia, 2002)
Knowledge Forum
CURRENT STUDY
Objectives
• To explore students’ productive
vocabulary growth over
elementary years within a
Knowledge Building context
• To expand CSCL literature with
longitudinal study
Methods
• Longitudinal cohort study of KB class
– 22 students in Toronto, Canada
• Data sources– KF notes
– KF activity logs
Question 1
How did students’ productive
vocabulary change over the span
of six years?
– Lexical proficiency
– Rate of vocabulary growth
Lexical Proficiency
• Lexical richness– Total tokens and types
• Lexical frequency profile– First 1000 words (Laufer & Nation, 2000)
– Second 1000 words (Laufer & Nation, 2000)
– Academic words (Coxhead, 2000)
– Other words
Vocabulary Growth
• Appearance of new words each year– First 1000 words (Laufer & Nation, 2000)
– Second 1000 words (Laufer & Nation, 2000)
– Academic words (Coxhead, 2000)
– Other words
Question 2
How are Knowledge Building
behaviours related to changes in
students’ productive vocabulary?
– Reading
–Writing
– Revising
FINDINGS
Overview of KF Activity
Grade Created Read Revised
1 15.1 63.10 12.33
2 18.43 73.95 9.33
3 19.71 182.00 14.76
4 21.74 235.63 18.89
5 12.85 67.38 8.38
6 10.17 48.17 8.25
Question 1
How did students’ productive
vocabulary change over the span
of six years?
– Lexical proficiency (i.e., lexical richness,
lexical frequency profile)
Lexical Richness
Grade Tokens Types
1 208.10 98.90
2 159.48 72.38
3 114.48 65.10
4 176.53 85.21
5 498.38 146.69
6 366.23 122.85
Overview of Vocabulary
• First 1000 words
1091
• Second 1000 words 331
• Academic words 105
• Other words
635
Lexical Frequency Profile
Grade 1st K 2nd K Acad Other
1 89.2 4.21 2.31 4.28
2 87.1 6.43 0.54 5.96
3 80.6 6.76 4.50 8.14
4 82.2 6.82 2.80 8.23
5 82.4 4.47 1.35 2.72
6 86.1 1.53 11.8 6.77
Question 1
How did students’ productive
vocabulary change over the span
of six years?
– Rate of vocabulary growth
Vocabulary Growth
Question 2
How are Knowledge Building
behaviours related to changes in
students’ productive vocabulary?
– Reading
–Writing
– Revising
*p <.05** p <.01*** p <.001
KB & Lexical Proficiency
Create Read Revise
Token .15 .07 .23**
Type .29*** .17* .42***Vocabular
y size.81*** .55** .77***
Vocabulary
Growth
.23*** .07 .35***
KB Discourse: Definition
What is claymore? My theory is that it is a type of [pottery] wheel.
I think a claymore was a type of big expensive sword that only the richest nobles or or "earls" owned.
C
D
My theory [is] its a very big Scottish [sword].
E
KB Discourse: ContextHow does gravity work? Is it a force in the ground that pulls you down or something in the air that pushes you down?
I think gravity comes from the core of the Earth or the core of other planets. The gravitational pull pulls us down towards the core, making us go down and stay down. Just like the way the sun's gravitational pull pulls all of the other planets around it in a circle or oval.
F
G
KB Discourse: Context
How does gravity work in the middle of the earth?
Gravity is: the downward pull of the earths gravitational field. The more gravity pulling an object the more the mass of the object is.
H
I
SUMMARY
Question 1
How did students’ productive
vocabulary change over the span
of six years? – Tendency to produce more tokens, more
unique word types over the years– Growth rate for different types of words
varied across each year but correlated with each other
Question 2
How are Knowledge Building
behaviours related to changes in
students’ productive vocabulary? – All behaviours were related to lexical
proficiency measures to varying extents– Note revising is the strongest predictor of
vocabulary growth rate
Future Directions
• Comparison groups (e.g., demographics)
• Classroom context– Role of teacher– Face-to-face interactions– Social network analysis
• Embedded, transformative assessment– Individual and group-level analytics– Lexical indicators of conceptual development
and KB advances
We ought to assume that there is potential for a collective zone of proximal development in any classroom, and that within it there is at least some potential for the students to move toward higher levels of agency. (Scardamalia & Bereiter, 1991)
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